1) Monitors a) What do we call an error caused by lack of practice? b) What can we use to encourage self-correction in writing? c) What's the main rule for useful comprehension questions? d) What does the teacher do while the sts are reading? 2) Developmental a) What can we use to encourage self-correction in writing? b) What follows each speaking activity? c) What do we call an error caused by lack of practice? d) Which two approaches of grammar presentation are more student-centred? 3) a context a) What follows each speaking activity? b) What do we start any presentation with? c) What's the main rule for useful comprehension questions? d) Which two approaches of grammar presentation are more student-centred? 4) GD & TTT a) Which two approaches of grammar presentation are more student-centred? b) What should we avoid doing when setting a reading or listening tasks? c) What do we start any presentation with? d) What activities are preferable with mixed-ability groups? 5) paraphrase a) What's the main rule for useful comprehension questions? b) What do we start any presentation with? c) What does a teacher do after setting the context? d) Which two approaches of grammar presentation are more student-centred? 6) a correction code or a checklist a) What follows each speaking activity? b) What does the teacher do while the sts are reading? c) What can we use to encourage self-correction in writing? d) What do we call an error caused by lack of practice? 7) setting an empty task a) What should we avoid doing when setting a reading or listening tasks? b) What can we use to encourage self-correction in writing? c) What do we start any presentation with? d) What do we call an error caused by lack of practice? 8) FB on content a) What do we call an error caused by lack of practice? b) What follows each speaking activity? c) What do we start any presentation with? d) What does the teacher do while the sts are reading? 9) Elicit the TL a) What activities are preferable with mixed-ability groups? b) What does a teacher do after setting the context? c) What do we call an error caused by lack of practice? d) What do we start any presentation with? 10) open-ended a) What can we use to encourage self-correction in writing? b) What activities are preferable with mixed-ability groups? c) What does a teacher do after setting the context? d) Which two approaches of grammar presentation are more student-centred?

CELTA revision terminology quiz

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